Desired Results Developmental Profile
The Desired Results Developmental Profile (2025) is a developmental continuum from infancy through grade three that is designed to assess the progression of skills across multiple domains of learning.The Desired Results Developmental Profile Updates (2025)
The Desired Results Developmental Profile (DRDP) (2025) is a developmental continuum from infancy through third grade that is designed to assess the progression of skills for all children, including those with an Individualized Family Service Plan (IFSP) or an Individualized Education Program (IEP). The assessment results are intended to be used by the teacher to plan curriculum for individual children and groups of children and to guide continuous program improvement. The tool was recently revised to reflect recent research in the field of child development and to be more inclusive of children with disabilities as well as dual language learners. The DRDP (2025) is fully aligned to the California Preschool/Transitional Kindergarten Learning Foundations (PTKLF) as well as the California Infant/Toddler Learning and Development Foundations.
The DRDP (2025) will have three versions: DRDP Infant/Toddler (I/T) (2025), DRDP Preschool, Transitional Kindergarten, Kindergarten (PTK) (2025), and DRDP Preschool through Third Grade (P-3) (2025).
- The DRDP I/T (2025) includes the developmental continuum of children birth to age three in the domains of Social and Emotional Development, Approaches to Learning, Cognition, Foundational Language Development, Physical Development, and Health. In California State Preschool Programs (CSPPs), the DRDP I/T is used for children 2 years, 8 months and younger.
- The DRDP PTK (2025) includes the developmental continuum of children in preschool, transitional kindergarten (TK), and kindergarten in the domains of Social and Emotional Development, Approaches to Learning, Cognition, Foundational Language Development, English Language Development, Physical Development, Health, and Science. In CSPP, the DRDP PTK is used for children 2 years, 9 months and older.
- The DRDP P-3 (2025) is an extended version of the tool and covers the developmental continuum of birth to Third Grade in the domains of Social and Emotional Development and Approaches to Learning.
The DRDP (2025) is now available:
Major changes to the DRDP (2025) include the following:
- Renaming and reorganization of measures to align more closely to the PTKLF strands and the addition of the Approaches to learning Domain in the PTKLF.
- Reduction in the total number of measures to address educator burden and ensure measurement of the most salient skills, according to child development assessment experts. The total number of measures is similar to that of the DRDP Preschool (2015) Essential View. As a note, while there is a reduction in measures, it is the expectation of the California Department of Education (CDE) that educators continue to include all skills covered in the PTKLF or the California Infant/Toddler Learning and Development Foundations in their program's curriculum. Just because a skill no longer appears in the DRDP does not mean it should not be taught.
- Addition of throughline examples where the first example in each level of a measure aligns across the developmental continuum to more easily see the progression of skills.
- More examples and inclusive descriptor language that reflect children with disabilities, such as children demonstrating skills non-verbally, using mobility aids, using sign language, or using alternative augmentative communications supports.
- More examples of children's speech in languages(s) other than English, including code-switching.
- Extension to the continuum of Social and Emotional Development and Approaches to Learning through third grade.
- Combining the DRDP (2015) preschool and kindergarten levels to create one tool that is more inclusive of transitional kindergarten, now labeled the DRDP PTK (2025).
DRDP Requirements
The DRDP is required for:
- All California State Preschool Program (CSPP) children enrolled in the program for at least 10 hours per week.
- In the California Code of Regulations, Title 5, Section 17702, CSPP contractors are required to complete the age-appropriate DRDP for each child enrolled in the program for at least 10 hours per week and submit it to DRDP Online, as directed by the CDE.
- The DRDP must be completed between 60 and 90 calendar days of the child's first day of attendance in the program and at least once every six months thereafter.
- Every child with exceptional needs enrolled in CSPP regardless of the hours per week they are certified for.
- All three-, four-, and five-year-old students served by local educational agencies (LEAs) with an IEP or IFSP even in TK and kindergarten
Those listed above are required to use the DRDP (2025) beginning July 1, 2026.
At this time, the DRDP (2025) is not required for general education students in TK through third grade.
Training Opportunities for the DRDP (2025)
CDE Trainings:
WestEd Trainings:
Frequently Asked Questions
Is the DRDP due 60 or 90 days after enrollment?
Per CSPP regulations, for each child enrolled in the program for more than 10 hours, the DRDP shall be completed between 60 and 90 calendar days from the first day of attendance and at least once every six months thereafter. The DRDP is required for all children with an Individualized Education Program or an Individualized Family Service Plan regardless of hours enrolled.
If my center is year-round, when should educators begin using the DRDP (2025)?
CSPPs are required to implement the DRDP (2025) beginning July 1, 2026. For programs that will have children requiring their second assessment (six months after the initial DRDP) in July or August of this year, it is recommended to use the same DRDP version that was used with the initial assessment to complete the required assessment and then transition to the DRDP (2025) after to ensure that contractors are able to measure growth over time for each child.
Will the format of the DRDP (2025) be similar to the DRDP (2015)?
Yes, the DRDP 2025 will look very similar to the DRDP 2015; however, there are several important updates:
- Instrument Views
- The DRDP 2025 includes three instrument views:
- DRDP Infant/Toddler
- DRDP Preschool, Transitional Kindergarten, Kindergarten
- DRDP Preschool–Third Grade
- Updated Foundation Alignment
- New icons have been added to align with the Preschool/Transitional Kindergarten Learning Foundations
- Additional icons align with the Infant/Toddler Learning and Development Foundations
- Expanded Developmental Levels
- Two new developmental levels have been added:
- Integrating Middle
- Integrating Later
- These levels better reflect the developmental range of Transitional Kindergarten and older four- and five-year-olds.
- Overall, while the structure remains familiar, these updates strengthen alignment and expand the tool’s responsiveness to a broader age and developmental range.
- Two new developmental levels have been added:
What should we do if a child is frequently absent during the first 60 to 90 days and we don’t have enough observations to complete the DRDP?
If attendance is inconsistent and there is insufficient evidence to rate measures, programs may need to indicate “unable to rate.” Programs should document attempts to observe and collect evidence and use professional judgment based on available data.
Do CSPPs have 60 days or 90 days to complete the initial DRDP assessment?
According to CSPP regulations, the DRDP must be completed for each child between 60 and 90 calendar days from their first day of attendance, and at least once every six months thereafter. Programs may complete the DRDP at any point within the 60- to 90-day window, based on what best meets their program needs.
What is the recommended approach for children who enroll late in the year (for example, December or later)?
Per CSPP regulations, the DRDP must be completed for each child between 60 and 90 calendar days from their first day of attendance, and at least once every six months thereafter. Programs may complete the DRDP at any point within the 60- to 90-day window, based on their individual program practices. This requirement applies the same to children who enroll later in the program year (for example, December). The 60- to 90-day timeline begins from the child’s first day of attendance. If programs have specific questions regarding DRDP Online, and rating periods for the online reporting, they should contact WestEd for technical assistance: DRDPonline@wested.org
Can a classroom have more than one rating period (for example, fall and winter) in DRDP Online?
No, the DRDP Online does not allow multiple overlapping rating periods within the same classroom. Programs may need to create separate classrooms if additional rating periods are required.
What should we do if a child’s DRDP is locked after a rating period, but we continue collecting observations?
Once a rating period is locked, it cannot be unlocked to add additional observations. However, observations can be entered ongoing; the DRDP Online has a feature titled “Future Evidence” where educators collect observations that can be used in the next rating period. Please visit WestEd’s resources for more information on DRDP Online: DRDP Online (2025) Resources, Desired Results For Children And Families
.
How should programs handle students whose initial assessment due dates are after the fall cutoff but before spring (for example, January or February)?
For children who are enrolled in the program later in the year, (for example, children who enroll after the fall cutoff, December 31) they will likely miss the fall assessment window. For example, if a child begins in January and has 60 to 90 days to receive their first assessment, they would be expected to receive their first DRDP assessment during the winter or spring rating periods within DRDP Online. If the child continues to year-round enrollment, they could also receive a rating during the summer and fall rating periods.
Is it acceptable for classrooms to have multiple DRDP deadlines at the same time?
Yes, some programs operate with staggered timelines based on enrollment dates. If this approach works operationally and meets requirements, it may be acceptable.
How should programs handle children who return for a second year?
Children continuing in a second year typically follow a six-month assessment schedule rather than restarting the initial timeline.
Do children restart the 60- to 90-day assessment timeline when they move to a new classroom or site?
No, if a child transfers without disenrolling, the assessment timeline continues. The timeline resets only if the child disenrolls and later re-enrolls.
What happens to the DRDP timeline when children transition from CSPP to transitional kindergarten mid-year?
If the child remains continuously enrolled in the CSPP (for example, transitioning classrooms without disenrolling), they typically continue on their original assessment timeline rather than restarting the 60- to 90-day period.
Are free DRDP trainings available, or do programs need to pay certified trainers?
Yes, WestEd offers trainings for free: Professional Development, Desired Results For Children And Families .
Can programs schedule DRDP trainings (for example, in August before the school year starts)?
Yes, programs may schedule DRDP trainings for educators and staff that align with their calendars.
What is the minimum amount of evidence needed to complete a DRDP rating?
While there is no strict minimum number of observations, ratings must be based on sufficient, reliable evidence collected over time and across settings.
How should programs handle children with inconsistent attendance (e.g., due to health issues or other circumstances)?
Programs should gather as much evidence as possible and document circumstances.
What strategies can help teachers collect enough observations, especially in part-day or segmented programs?
Suggested strategies include:
- Engaging families to contribute observations
- Using photos and child-led documentation
- Maintaining simple checklists with dates
- Embedding observation into daily routines
Can parent input be used as part of DRDP observations?
Yes, family input can support understanding of a child’s skills across settings, which is important for accurate ratings.